Developing Early Childhood Education Quality through Project-Based Learning Integrated with STEM Education: A Best Practice of Thesaban 1 Phosri School

Abstract

           This best-practice report presents Thesaban 1 Phosri School's approach to developing early childhood education quality through Project-Based Learning (PBL) integrated with STEM Education. The initiative aimed to (1) develop young children's systematic thinking, analytical thinking, and 21st-century skills, (2) strengthen teachers' competence in designing active-learning experiences integrated with STEM, and (3) build a collaborative network among the school, families, and the community. The school operationalized the practice through a quality-management cycle (Plan-Do-Check-Act) combined with a Professional Learning Community (PLC) and a six-stage integrated PBL-STEM experience process — sparking interest, collaborative planning, inquiry and hands-on STEM investigation, creating young innovations, sharing and summarizing knowledge, and an exhibition. All early childhood teachers (kindergarten 1-3) and all enrolled children participated, supported by parents and local knowledge-holders as learning partners.

             Results showed that at least 87.5-88.5% of children achieved a "good" level or higher in analytical thinking, problem-solving, and scientific-process skills, exceeding the 85% target; 100% of teachers could design and deliver quality active-learning experience plans integrating PBL and STEM; and parent participation reached 91.00%, with 94.50% of parents rating their satisfaction with the school's learning management as "very good." The school's self-assessment report (SAR) for the 2025 academic year met the "very good" level and achieved its targets on all three early childhood education standards: school administration (90.94%), teachers' care and experience provision (92.29%), and children's quality (93.27%). Key success factors included administrators' transformational leadership, weekly PLC collaboration among teachers, children's natural curiosity and autonomy, strong home-school-community partnership, and the integration of the Sufficiency Economy Philosophy into resource management, which enabled a low-cost, high-value, and sustainable model. The practice has been recognized as a Sufficiency Economy Learning Center for Education, has been shared as a model for other schools in the municipal network, and offers a replicable, resource-light approach to embedding 21st-century skills in early childhood education.